Evaluation Tools Automotive Technologies

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debates, CTSO participa- tion, and assignments are of the highest level of achievment above 90%. Student presents a clear, specific understanding of the competency. High interest and excitement leads the student to an investigation that reaches beyond requirements. All notes, assignments, tests, workplace records and labs required are completed on time, are very well organized and questions are answered accurately. The student has used more resources than required and demonstrates new knowledge both orally and in written work and uses this knowledge in his/her assignments and oral participation. New knowledge is evident when student shows connections between classroom and work place relationships. Student notes, tests, labs, work place records, CTSO participation, debates and assignments are clearly organized, carefully done, and often go beyond teacher expectations. All tests are beyond the standard level of achieve- ment between 80% to 89%. Student meets assignment expectations. The student demonstrates new knowledge learned in oral participation and or written tasks. The work is well organized and complete. The student understood the assignments. He/she used the resources required and organized information in all notes, assignments, tests,work place records, debates and labs. All notes, assignments and labs are complete, carefully done and the student meets just above the minimum requirements and expecta- tions. All tests, work place records, CTSO participa- tion, assignments and labs meet the standard level of achievement between 70% to 79%. Student knowledge of the topic is understood, but at minimum level of compe- tency. The assignments, notes and labs are occasionally incomplete and could be organized better. Some resources have been used, but it is not clear what the student understood. Some of the information included by the student was not important to the topic. Student does most of what is required, but nothing more. Some of the work may not be finished. Tasks are not carefully done and the information from the resources is not used. Tests, labs, notes, CTSO participation, and workbased learning results are at a level of achieve- ment between 60% to 69%. Definition of Rubric: "A rubric is a printed set of guidelines that distinguishes performances or products of different quality. A rubric has descrip tors that define what to look for at each level of performance. Rubrics also often have indicators providing specific examples or tell-tale sign s of things to look for in work." The word rubric derives from the Latin word for red. Long ago, a rubric was the set of instructions for a law or liturgical ser vice, typically written in red. Thus, a rubric instructs people on how to "lawfully" judge a performance. A good rubric allows valid and reliab le--criterion- referenced--discrimination of performance. 3 2 1 0 0 90% + 80% + 70% + 60% + Less than 60% Mastered Exceeded Attained Approaching Unattained Attainment Career Preparation Evaluation Tools Automotive Technologies 2006 Remove and install wheel on vehicle Inspect wheel and tire, determine service required Service wheel using tire changer and balancer Repair tire using tire plugs and tire patches Discuss tire construction, disposal and sizing methods Service wheel bearings Expectations Level 1 Level 2 Level 3 Level 4 Rubric for Tire and Wheel Inspection and Service safely supports vehicle and removes wheel only with constant supervision Demonstrates some knowledge of safe testing procedures with constant reminders or supervision required Demonstrates some knowledge of safe servicing procedures with constant reminders or supervision required Requires constant supervision to make repairs safely and correctly Requires significant help to identify tire nomencla- ture and serviceable life of tire Requires constant supervision to remove wheel bearing assembly Safely supports vehicle, removes wheel and describes variations in procedures with little/no supervision Demonstrates correct and safe testing procedures with some supervision and reminders required Demonstrates correct and safe servicing procedures with some supervision and reminders required Repairs tire with some supervision Identifies some tire nomenclature and suggests serviceable life of tire Removes and repacks wheel bearings only with assistance Safely supports vehicle, removes wheel and describes variations in procedures with little/no supervision Demonstrates correct and safe testing procedures with some supervision and reminders required Demonstrates correct and safe servicing procedures with some supervision and reminders required Repairs tire safely and correctly without assis- tance Defines and interprets tire by reading tire stamping and suggests life-cycle of tire and materials Lubricates and reinstalls wheel bearings and adjusts bearings pre-load to specification Safely supports vehicle, removes wheel and assist other students in correct variations procedures Demonstrates correct and safe testing procedures without supervision or reminders required Demonstrates correct and safe servicing procedures without supervision or reminders required Repairs tire without assistance and is able to effectively assist others Formulates suggestions of equivalent tire specifica- tions and discusses the problem of tire disposal Services wheel bearing and correctly determines condition through interpretation A student whose achievement is below level 1 (50%) has not met expectations for this assignment or activity. Source: www .curriculum.org/occ/profiles/10/pdf/TTJ2OC.pdf Career Preparation Evaluation Tools Automotive Technologies 2006 Demonstrates continuous learning 4 points Fully aware of various sources of information beyond classroom materials. Shows excellent initiative in use of supplementary resources. 3 points Shows reasonable awareness and use of external resources. 2 points Some evidence of effort to locate and use external resources. 1 points Little or no awareness and/or use of external resources. 0 points Unscorable. Shows evidence of teamwork 4 points Actively participates and shares relevant information. Listens to and involves teammates. Attends to messages from teammates and responds appropriately. Works hard to produce a final project/product of substantial quality. 3 points Significant participation but some room for improvement. Quality of final project/product is reasonable. 2 points Some participation with teammates. Final project/product quality may suffer to some degree. 1 points Lack of participation with teammates. Quality of final project/product adversely affected. 0 points Unscorable. Effective Use of Written Communication Tools 4 points Detailed documentation. Appropriate use of computer resources. Clear, concise, organized final report. 3 points Minor problems with documentation. Acceptable use of computer resources. Good final report with only minor deficiencies. 2 points Some documentation. Reasonable use of computer resources. Significant deficiencies with final report. 1 points Little or no documentation. Limited use of computer resources. Poorly organized final report. 0 points Unscorable. Career Preparation Evaluation Tools Automotive Technologies 2006 What I Need to Do Understanding Strategies, Reasoning, Procedures Communication Thermometer Rubric http://www.exemplars.com/rubrics/thermometer.html Categories Novice Apprentice Practitioner Expert I did not understand the problem. I couldn 9t get started. I don 9t know how to begin. I did not explain how I solved the problem. I didn 9t use pictures, tables or graphs to show you how I solved the problem. I understood parts of the problem. I got started, but I couldn 9t finish. I am stuck. I have part of the solution, but now I don 9t know what to do. I 9m not sure my answer is right. I could use some help. I explained some of what I did. I tried to use pictures, tables, graphs and numbers to explain how I did the problem. I got it. I understood the problem and have an appropriate solution. All parts of the problem are addressed. I have a correct solution. I used a plan to solve the problem. I clearly explained how I solved the problem. I used language and pictures, tables, graphs to explain how I did the problem. I got it!! I did it in new ways and showed you how it worked. I can tell you what concepts are used. My solution is effective and inventive. I used big ideas to solve the problem. I addressed the important details. I showed you some other ways I can solve this problem. I checked to make sure my answer was right. I clearly detailed how I solved the problem. I included all the steps so you don 9t have to guess what I did. I used words, pictures, graphs and/or models. 8 My data will be in a chart, table, graph or other document and will be labeled. " My data needs to prove my exploration. " Someone can read my explanation and understand it. (Area provided for student work). " Terms I should use and understand: (Student should create list). " Things I need to be sure to observe or pay attention to: (Student should create list). " A cBig Idea d that might help me to connect my learning to other things I know or want to learn more about. " These are the tools I need to use to collect data and do the task: (Student should create list). " I need to check for mistakes. " To complete the task I need to follow these steps: " I need to record these dates: Criteria What I Need to Do Evidence of What I Did Communication Using Data Technology Concepts and Related Content Tools and Technologies Procedures and Reasoning Strategies (Area provided for student work). (Area provided for student work). (Area provided for student work). (Area provided for student work). Career Preparation Evaluation Tools Automotive Technologies 2006 Although not specifically automotive-could be adapted: Task Specific Rubric/Benchmark Descriptors Novice Use of correct formulas is minimal or non-existent. Written explanations express confusion and incorrect information. Diagram work is sparse and incorrect. Sometimes no final answer is given. Apprentice Has some accurate formulas to find partial correct solutions to the problem. Written explanations usually include a point at which the student becomes stuck. Diagram work includes some incorrect information at times. Practitioner Uses accurate formulas to find correct solutions to the problem. His/her written explanations are clear and straightforward. Diagram work is accurate. Expert Uses multiple approaches to the task to find correct solutions. Written explanations show the student 9s thoughts clearly. Diagram usage is solid and correct. Author Ellen M. Johnston is a second-year mathematics teacher at John Jay High School in Katonah, NY. She is the 1995 New York State recipient of the Sallie Mae First Class Teacher Award. Her other interests include music, physics, and drama. Career Preparation Evaluation Tools Automotive Technologies 2006 Career and Technical Education Student Organization SkillsUSA Automotive Technology Option A Contest Name: Automotive Service Technology Evaluation tool: This contest requires some of the competencies taught under this option Automotive Collision Repair Option B Contest Name: Collision Repair Technology Evaluation tool: This contest requires some of the competencies taught under this option To access the scope of these contests: SkillsUSA Championships Technical Standards 2002-04 Goodheart-Willcox Publisher www .skillsusa.or g Career Preparation Evaluation Tools Automotive Technologies 2006 PROBLEM-SOLVING TASK HOLISTIC 5-POINT SCORING SCALE This scale evaluates the process employed in response to a problem solving task. It takes into consideration the level of student knowledge and understanding with respect to the given problem solving task; the selection and implementation of appropriate procedures and/or strategies; and the accuracy of the solution obtained. 4 - Response is characterized by all of the following: ' The student selects and implements relevant concepts and procedures/strategies needed to solve this problem. " The student considers all constraints of the problem situation. " The solution and all relevant work is correct; or, there is a mistake due to some minor computational or copying error. 3 - Response is characterized by one of the following: The student selects appropriate procedures/strategies to solve this problem; however, the response/solution is not entirely correct because one of the following is apparent: " There is evidence the student has a misconception or has failed to consider a relevant concept needed to solve the problem correctly " The student fails to consider a constraint of the problem situation. " The student has considered an irrelevant variable or failed to consider a relevant variable. The response/solution is generally correct; however, from the information provided it is not completely clear how the student arrived at this solution. 2 - Response is characterized by one of the following: The student selects appropriate procedures/strategies to solve this problem; however, the response/solution is not correct because one or more of the following are: " There is evidence that the student has several misconceptions or has failed to consider several relevant concepts needed to solve the problem correctly. " The student fails to consider several constraints of the problem situation. " The student has also considered several irrelevant variables or failed to consider several relevant variables. " The student did not carry the procedures/strategies far enough to reach a solution. The response/solution is generally correct; however, there is no information showing how the student arrived at this response/ solution. 1 - Response is characterized by the following: An incomplete and/or incorrect response/solution is provided evidencing an attempt to solve the problem. In addition, one or more of the following are apparent: " The student did consider a constraint or variable of the problem situation. " The student understands some concepts relevant to the problem task. " The student selected a totally inappropriate procedure/strategy. 0 - Response is characterized by the following: " It is blank. " The student response only repeats information in the problem task. " An incorrect solution/response is given and no other information is shown. " The solution/response and supportive information is totally irrelevant to the problem task. http://www.cse.ucla.edu/CRESST/pages/Rubrics.htm Evaluation Tools Automotive Technologies Career Preparation Evaluation Tools Automotive Technologies 2006 Rubric for Electronics Measurment Exercise (Resistance, Voltage and Current) Criteria Students will: Knowledge Inquiry Communication Application Level 1 Demonstrates understanding of only some key terms, component functions; displays some major errors in measurement techniques or calculations Student displays limited initiative in proper use of terminology and symbols, demonstrating knowledge of identified concepts and techniques Demonstrates proper and safe use of testing equipment with some important exceptions Demonstrates some knowledge of safe handling of testing, troubleshooting and recording procedures but requires constant remedial help in following instructions Test report requires important remedial work; contains missing elements or errors Requires constant prodding to work with colleagues in completing assignment Demonstrates some trouble in identifying important hazards and demonstrates proper safety procedures with a high level of supervision required Requires a high level amount of supervision and reminders to work safely and cleanly Level 2 Demonstrates understanding of most key terms, component functions; displays minimal errors in measurement techniques and/or calculations Student demonstrates some adequate initiative in proper use of terminology and symbols, demonstrating knowledge of identified concepts and techniques Demonstrates proper and safe use of testing equipment with minor exceptions Demonstrates safe handling of testing, troubleshooting and recording procedures, but requires remedial help in following instructions Test report requires minimal remedial work; contains some minor missing elements or errors Requires some minimal prodding to work with colleagues in completing assignment Can identify all important hazards and demonstrates proper safety procedures with a low level of supervision required Works safely and cleanly with a low level of required supervision Level 4 Demonstrates thorough and comprehensive understanding of all terminology; component functions and unit values; advanced knowledge of measurement techniques and precision calculations Student exhibits exceptional initiative in use of terminology and symbols and demonstrating knowledge of identified concepts and techniques Establishes exceptional clean and safe use of testing equipment beyond normal requirements Demonstrates ability to assist others in following safe and thorough testing, troubleshooting and recording procedures Test report contains researched elements beyond requirements; demonstrates professional level work and effort Goes out of way to assist others in completing assignments Can identify all general and specific hazards and demonstrates a thoroughness in applying proper safety procedures at all times, including before and after class Demonstrates leadership in assisting and supervising others to work safely and cleanly Source: http://www .octe.on.ca/g1 1armdoc/tgj3e_unit1.doc. Evaluation Tools Automotive Technologies Level 3 Demonstrates understanding of all key terms, component functions and unit values; displays correct measurement techniques and calculations Student demonstrates considerable initiative in proper use of terminology and symbols, demonstrating knowledge of identified concepts and techniques Demonstrates proper and safe use of testing equipment as required Demonstrates thorough and safe handling of testing, troubleshooting and recording procedures Test report is clear and contains all required elements without error Works well with colleagues in completing assignment Can identify all hazards and demonstrates proper safety procedures at all times Works safely and cleanly with minimal supervision at all times Career Preparation Evaluation Tools Automotive Technologies 2006 1 Evaluation Tools Automotive Technologies Problem-Solving Task This scale evaluates the process employed in response to a problem-solving task. It takes into consideration the level of student knowledge and understanding with respect to the given problem solving task; the selection and implementation of appropriate procedures and/or strategies; and the accuracy of the solution obtained. 4 Response is characterized by all of the following: ! The student selects and implements relevant concepts and procedures/strategies needed to solve this problem. " The student considers all constraints of the problem situation. " The solution and all relevant work is correct; or, there is a mistake due to some minor computational or copying error. 3 Response is characterized by one of the following: The student selects appropriate procedures/strategies to solve this problem; however, the response/solution is not entirely correct because one of the following is apparent: " There is evidence the student has a misconception or has failed to consider a relevant concept needed to solve the problem correctly. " The student fails to consider a constraint of the problem situation. " The student has considered an irrelevant variable or failed to consider a relevant variable. The response/solution is generally correct; however, from the information provided it is not completely clear how the student arrived at this solution. 2 Response is characterized by one of the following: The student selects appropriate procedures/strategies to solve this problem; however, the response/solution is not correct because one or more of the following are: " There is evidence that the student has several misconceptions or has failed to consider several relevant concepts needed to solve the problem correctly. " The student fails to consider several constraints of the problem situation. " The student has also considered several irrelevant variables or failed to consider several relevant variables. " The student did not carry the procedures/strategies far enough to reach a solution. The response/solution is generally correct; however, there is no information showing how the student arrived at this response/solution. 1 Response is characterized by the following: An incomplete and/or incorrect response/solution is provided evidencing an attempt to solve the problem. In addition, one or more of the following are apparent: " The student did consider a constraint or variable of the problem situation. " The student understands some concepts relevant to the problem task. " The student selected a totally inappropriate procedure/strategy. 0 Response is characterized by the following: " It is blank. " The student response only repeats information in the problem task. " An incorrect solution/response is given and no other information is shown. The solution/response and supportive information is totally irrelevant to the problem task. Career Preparation Evaluation Tools Automotive Technologies 2006 STUDENT RESEARCH MODULE QUESTIONING Q 4 The question is clear, well-focused and requires high level thinking skills in order to research. Q 3 The question is clear and well focused. The question requires moderately high level thinking skills. Q 2 The question is incomplete and unclear. The teacher needed to help form a question. Q 1 Was unable to come up with a research question. PLANNING Q 4 Made really good use of time. Was able to remain focused on the tasks and make changes when needed. Was able to develop a clear method to organize the information. Was able to make revisions in the plan when needed. Q 3 Was able to work within the time frame the teacher gave . Was able to develop a system to organize information. Was able to make revisions with help from the teacher. Q 2 Needed teacher help to list and organize what was needed to do. There are some steps missing in the planning. Made revisions with teacher help. Q 1 Was unable to come up with an organized plan and work within the time limits. GATHERING Q 4 Used a variety of resources and carefully selected only the information that answered the question. Was able to continually revise the search based on information found. Q 3 Used many resources to find information that answered the question. Tried revising the search, but had some problems doing so. Q 2 Used 1 or more sources. Original question or focus guided the search, although should have made revisions. Made errors in selection of references Q 1 Lost focus during the gathering process and therefore the information was not accurate and complete. SORTING Q 4 Thoroughly selected and organized information that answered the question in a organized way. Selected information that was appropriate. Q 3 Sorted information and organized information that answered the question without too many errors. Q 2 Tried to organize the information found, but made some mistakes. Wasn 9t able to completely stay focused on information that would answer the question. Q 1 Was unable to sort and organize the information found to answer the question. SYNTHESIZING Q 4 Used the information found in a meaningful way to create an original product that clearly answers the question with accuracy, detail and understanding. Q 3 The product answers the question in a way that reflects learning using some detail and accuracy. Q 2 The product is not complete and only answers part of the question. Q 1 The product is incomplete and contains missing details and it isn 9t completely accurate. TOTAL POINTS: Student 9s Name: Teacher: http://www.bcps.org/offices/lis/models/tips/rubrics_sec/teach_rubric.html Evaluation Tools Automotive Technologies Career Preparation Evaluation Tools Automotive Technologies 2006 Evaluation Tools Automotive Technologies STUDENTS USING TECHNOLOGY Key Questions Does the student demonstrate an ability to operate technology appropriate to his or her academic level? Does the student use technology tools safely, responsibly, and ethically? Does the student use technology as a problem-solving and decision-making tool? Does the student use technology to produce school assignments and projects? Below Standard - Does basic operations with help " Unable to troubleshoot " Seldom works cooperatively and collaboratively with technology " Demonstrates little or no evidence of ethical use of technology " Demonstrates little or no evidence or concern for personal or physical safety " Demonstrates little or no evidence of formulating problems or choosing appropriate strategies for using technology " Uses few or inefficient technology resources to gather information " Seldom evaluates accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources " Needs much assistance to produce a product using technology " Tends to use a minimum of resources repeatedly " Communicates and/or illustrates ideas with difficulty using technology Standard " Performs routine tasks independently with a minimum of assistance " Can troubleshoot common operational difficulties " Usually works cooperatively and collaboratively with technology " Demonstrates ethical use of technology " Uses technology with appropriate concern for personal and physical safety " Formulates problems and chooses appropriate strategy with some guidance using technology " Uses a variety of technology resources to gather information " Usually evaluates accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources " Uses technology to design, develop, publish and present a product with a minimum of assistance " Routinely uses a variety of resources " Communicates and/or illustrates ideas with technology Above Standard " Performs complex tasks independently " Can troubleshoot some advanced operational difficulties " Takes a leadership role in collaborative work with technology " Models a high level of respect for personal and physical safety " Models technology with appropriate concern for personal and physical safety " Formulates problems and chooses appropriate strategy using technology " Consistently uses the most appropriate technology resources to gather information " Almost always researches and evaluates the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources " Designs and develops advanced products with little or no assistance " Consistently seeks new resources to support work projects " Fluently communicates and/or illustrates ideas with technology Source: http://jls.palo-alto.ca.us/eslr/eslrT echnology .pdf Career Preparation Evaluation Tools Automotive Technologies 2006 Technology Education: Career Report Rubric Student Name ___________________ CATEGORY Quality of Information Amount of Information Organization Mechanics Sources 4 Information gathered provides answers to the main questions along with several supporting details and/or examples for each. All topics are addressed, and all questions answered, with at least 3 sentences about each. Information is very well organized with headings that relate clearly to the material. No grammatical, spelling or punctuation errors. Sources for information and graphics are documented in the designated format. 3 Information gathered provides answers to main questions along with 1-2 supporting details and/or examples. All topics are addressed and most questions answered, with at least 3 sentences about each. Information is organized with headings, but some material under the headings may be out of place. Almost no grammatical, spelling or punctuation errors. Most sources for information and graphics are documented in the designated format. 2 Information gathered provides answers to main questions, but no details and/or examples are given. All topics are addressed, and most questions answered with 1-2 sentences about each. Information is generally organized, but no headings are used. A few grammatical spelling, or punctuation errors. Sources for information and graphics are documented, but most are not in the correct format. 1 Information gathered has little or nothing to do with the questions posed. All topics not addressed OR most questions answered with words or phrases instead of sentences. There appears to be little organization of the material. Many grammatical, spelling, or punctuation errors. Some sources for information and graphics are not documented. Source for lesson and rubric: http://www .geocities.com/tech_ed_2000/unit s/wadd/career .htm Evaluation Tools Automotive Technologies

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